Special and inclusive educationhttp://hdl.handle.net/10852/39921
Thu, 21 Mar 2019 17:42:24 GMT2019-03-21T17:42:24ZEducational Psychologists’ Perceptions of Inclusionhttp://hdl.handle.net/10852/54673
Educational Psychologists’ Perceptions of Inclusion
de la Fosse, Lynn Catherine
Research has shown that in order for inclusion to be successful, the individuals involved in its implementation must be in favour of it. However, professionals within the field do not agree on how inclusion should be defined or implemented in practice. Furthermore, research with EPs, who play a vital role in the education of learners with SEND, shows that although most EPs are pro-inclusion, very few favour ‘full inclusion’, and preference for placement depends on the type of need a child has. The present study used semi-structured interviews with 4 EPs in England to explore their perceptions of inclusion. The EPs had different ways of decribing inclusion, and recognised that the lack of a clear, unified definition in the legislation may impact negatively on inclusive practice. The EPs also differed in the extent to which they believed it was possible to include children with SEND; only one was in favour of ‘full inclusion’, while the others perceived there to be cases where mainstream placement might not be suitable for a particular child. When asked about potential barriers to successful inclusion, the EPs identified a range of barriers, including attitudes of schools staff and parents, the views of EPs themselves, the academisation movement, and the individual needs of the child. In order to overcome these barriers, training for both school staff, parents and EPs should be improved to better educate individuals about the aims, philosophy and practice of inclusion. In addition, several EPs recognised the need for changes at a wider societal level, and suggested changes to legislation to achieve this.
Fri, 01 Jan 2016 00:00:00 GMThttp://hdl.handle.net/10852/546732016-01-01T00:00:00ZTeacher’s perceptions of effective adjustments and methods to enable the inclusion of students with English as an additional language (EAL) within the classroom environment.http://hdl.handle.net/10852/54672
Teacher’s perceptions of effective adjustments and methods to enable the inclusion of students with English as an additional language (EAL) within the classroom environment.
Parry, Janine Anne
Fri, 01 Jan 2016 00:00:00 GMThttp://hdl.handle.net/10852/546722016-01-01T00:00:00ZParents perceptions of social inclusion for children with Williams Syndromehttp://hdl.handle.net/10852/54671
Parents perceptions of social inclusion for children with Williams Syndrome
Gulliver, Katherine
This thesis explores parents’ perceptions of social inclusion for children with Williams Syndrome; a rare intellectual disability with a distinct social cognitive profile. 5 interviews with parents give rich understanding to what parents’ value for their child’s education, and how this is achieved. Thematic analysis highlights key similarities and differences in experiences between parents of children attending mainstream schools and one special school. Severity of disability affects how parents perceive special education. Parents of children in mainstream experience considerable challenges to inclusion, and need a key figure to support both them and their child. Inclusion is more effective when the school and parents can successfully collaborate. Parents of children in mainstream schools focus on their child’s social interactions, friendships and community values. These findings help illustrate parents’ views on different schools, and indicate how to enable effective inclusion of children with Williams Syndrome.
Fri, 01 Jan 2016 00:00:00 GMThttp://hdl.handle.net/10852/546712016-01-01T00:00:00ZError Analysis of Children with Mathematics Learning Difficulties in Tibethttp://hdl.handle.net/10852/54670
Error Analysis of Children with Mathematics Learning Difficulties in Tibet
Rong, Lei
Fri, 01 Jan 2016 00:00:00 GMThttp://hdl.handle.net/10852/546702016-01-01T00:00:00ZTEACHERS' PERCEPTIONS TOWARDS INCLUSION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS INTO MAINSTREAM CLASSROOMS IN KENYA.http://hdl.handle.net/10852/54669
TEACHERS' PERCEPTIONS TOWARDS INCLUSION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS INTO MAINSTREAM CLASSROOMS IN KENYA.
Mulinge, Dominic
Fri, 01 Jan 2016 00:00:00 GMThttp://hdl.handle.net/10852/546692016-01-01T00:00:00ZTeaching Children with Reading and Writing Difficulties in Regular Schoolshttp://hdl.handle.net/10852/53127
Teaching Children with Reading and Writing Difficulties in Regular Schools
Magombo, Foster Benson
A Qualitative Research Study Investigating Teaching Children with Reading and Writing Difficulties in Regular Schools
Thu, 01 Jan 2015 00:00:00 GMThttp://hdl.handle.net/10852/531272015-01-01T00:00:00ZTeachers views about teacher training towards inclusive educationhttp://hdl.handle.net/10852/53126
Teachers views about teacher training towards inclusive education
Taweechaisupapong, Montira
This current qualitative study aimed to investigate the views of Thai teachers about teacher training which they have had received in preparing and supporting them to teach within an inclusive classroom or setting. Specifically, this study focused on teachers who underwent a five-year bachelor of education and were currently working at public school, commonly known as government school in Thai context, with inclusive setting. With the mentioned qualitative approach, subjective opinions and perceptions of those teachers could be presented and explained systematically; also, actual social phenomena within particular context of Thai inclusive government school could be portrayed. In order to obtain such views of the participating teachers, semi-structured interviews were conducted and employed as a research method for data collection of this research project. Findings of this study were consisted of five broad themes: (i) situation of inclusive education at present; (ii) teachers expertise and proficiency; (iii) teaching in inclusive classroom in practice; (iv) teachers direct experience; and (v) teachers recommendations for future teacher training towards inclusive education. In general, it was indicated by participants that knowledge and skills regarding teaching and learning strategies, inclusive classroom management, assessment and education provision, and individualized education plan gained during their pre-service teacher training and education were insufficient, while knowledge and skills gained through in-service teacher training were not quite relatively useful and appropriate for students with special needs or teaching in inclusive classroom. In terms of attitudes, it was found through the findings that direct experience with children with special needs was a major influence on development of positive mindset of the participating teachers. For future improvement of teacher training towards inclusion in Thailand, it was recommended by participants of this current study that more subjects concerning inclusive education and children with special needs should be added to the curriculum of pre-service teacher training and education; also, an experience of having direct contact with special needs children should be provided during this time. With respect to in-service teacher training, they suggested that more additional training in relation to children with special needs should be arranged and offered at the greater level to all teachers who taught within inclusive setting or classroom.
Thu, 01 Jan 2015 00:00:00 GMThttp://hdl.handle.net/10852/531262015-01-01T00:00:00ZTEACHERS’ COMPETENCE NEEDS IN INCLUSIVE EDUCATION:A Case Study of Primary Inclusive Education teachers’ opinions in Kampala City, Uganda.http://hdl.handle.net/10852/51292
TEACHERS’ COMPETENCE NEEDS IN INCLUSIVE EDUCATION:A Case Study of Primary Inclusive Education teachers’ opinions in Kampala City, Uganda.
Semuyiga, Robert
Fri, 01 Jan 2016 00:00:00 GMThttp://hdl.handle.net/10852/512922016-01-01T00:00:00ZTransition of Students with Autism Spectrum Disorders from School to Working Lifehttp://hdl.handle.net/10852/42653
Transition of Students with Autism Spectrum Disorders from School to Working Life
Presniakova, Natallia
Transition from school to employment is a critical period in the lives of students with disabilities which further affects the quality of their adult lives. For individuals with Autism Spectrum Disorders transition is particularly demanding due to numerous challenges associated with the nature of the disorder. For the professionals working with such students transition entails a complex long-term process of preparing the student for the life beyond school with the final aim of inclusive employment. This study seeks to investigate educators perspective on providing transition from school to employment by looking at three critical aspects: strategies, best practices and barriers. Four educators working in an inclusive mainstream high school were interviewed. The findings indicated that transition to inclusive employment was a challenge due to a combination of barriers arising at different levels: individual barriers associated with the nature of disorder, the barriers connected to the gap in expectation between parents and educators, barriers arising from established transition routines and barriers emerging from the society. Informants predominantly addressed barriers arising from the student (associated with challenges of ASD) by implementing a number of strategies (e.g., assessment, early planning, parental involvement). The most effective application of strategies educators identified as their best practices, whereas absence of some strategies, recognized by literature as essential for transition, turned into barriers.
Wed, 01 Jan 2014 00:00:00 GMThttp://hdl.handle.net/10852/426532014-01-01T00:00:00ZTeachers opinions on assessment of the assessment of sequential bilinguals for primary/specific language impairment in the first years of formal education in Norwayhttp://hdl.handle.net/10852/42652
Teachers opinions on assessment of the assessment of sequential bilinguals for primary/specific language impairment in the first years of formal education in Norway
Randjic, Ivana
The study was set to look into teachers opinions on assessment of specific (primary) language impairment (SLI/PLI) in sequential bilinguals in the first grades of formal schooling in Norway. In order to achieve the main goal of the thesis 3 research questions were posed: What are the teachers experiences with bilingualism in their classroom? What are the teachers experiences with specific (primary) language impairment? What are the teachers opinions on tools and procedures of this assessment? SLI/PLI is affecting a certain percentage of monolingual as well as bilingual children. In the midst of sequential bilingualism SLI/PLI may be difficult to discover. The study was interested in teachers perspectives of the issue. Namely, what was to be seen was how teachers cope with this practical matter of every day incidence and what their opinions on the matter were. The study was conducted by conveying semi-structured interviews with 4 participants in one school in urban Norway. The school was almost entirely bilingual and the interviewees differed in terms of their expertise and experience in teaching. The interviews were conducted in English. The study had sample too small for any external generalizations to be made, but the goal of the research is to understand particulars rather than making claims of the general. Consequently findings of the study noted that teachers were preoccupied by semilingualism/emergentism in their classrooms. The difference between simultaneous bilinguals and monolinguals seemed to be obscure in practice. It appeared teachers were not familiar with any formal assessment tools for SLI/PLI, as the system procedures did not require it. Nevertheless, they employed pre-assessment observing phonological and social signs and background data investigations in order to help getting a bigger picture of their students capabilities. As a tool for assessment of language abilities of all the students NSL (Norsk som læringsspråk) test was used. Further research in the area is needed, especially in the domain of sequential bilingualism at schools. It might be recommendable to use either higher variety in sample or a questionnaire as the method of inquiry.
Wed, 01 Jan 2014 00:00:00 GMThttp://hdl.handle.net/10852/426522014-01-01T00:00:00ZA Study on Blind Students Experience of Provision and Support in Schoolshttp://hdl.handle.net/10852/42650
A Study on Blind Students Experience of Provision and Support in Schools; A Study on Blind Students Experience of Provision and Support in Schools
Zheng, Xiaofang
This is a qualitative study which aims to investigate what blind students experience to be appropriate provision and support in schools. In order to explore the answer, this study examined the proper terms that could be used in educational researches, difficulties that a blind student encountered in study, provision and support that were provided to them in schools, what they considered to be appropriate provision and support for facilitating their study, challenges with the practices and suggestions for improvements. Three totally blind people were invited to participate in this study. Data were collected through semi-structured interviews. All interviews were transcripbed for data analysis. Result showed that the bind students experienced difficulties at three different levels including physical/medical limitations, environmental limitations and they needed extra support on their study. Finding in this study showed that the informants received certain types of provision and support from the government and schools, including guide dogs, long canes, computers, audio programmes, training on compter skills and some one-to-one teaching sections. However, result also indicated that challenges of the practices tended to come from three different levels. At the individual level, the informants experienced a lack of training and support on orientation and mobility. At the teachers level, there was a lack of teacher training and the teachers had little kwonledge and skills to support blind students in schools. At the decison-making level, the informants experienced some mismatches between what they actual needed and the provision and support that being provided. In the end, the informants suggested that blind students should be invited to participate in desicion-making events, their voice should be heard and they wanted to be decision-makers for their education. Potential implications of this study are that: First, for researchers, educators, and parents to learn what kind of difficulties blind students experience in study. So they will understand when they should provide help and support to a blind student. Second, this study shows some good practices of supporting blind students. These practices can be piloted and expended so that more blind students can be supported to tackle the difficulties they have in study. Third, this study presents a model of how to involve blind people into an educational research. The last, the findings from this study might influence policymakers when they decide provision, support and education for blind students in futhure.; This is a qualitative study which aims to investigate what blind students experience to be appropriate provision and support in schools. In order to explore the answer, this study examined the proper terms that could be used in educational researches, difficulties that a blind student encountered in study, provision and support that were provided to them in schools, what they considered to be appropriate provision and support for facilitating their study, challenges with the practices and suggestions for improvements. Three totally blind people were invited to participate in this study. Data were collected through semi-structured interviews. All interviews were transcripbed for data analysis. Result showed that the bind students experienced difficulties at three different levels including physical/medical limitations, environmental limitations and they needed extra support on their study. Finding in this study showed that the informants received certain types of provision and support from the government and schools, including guide dogs, long canes, computers, audio programmes, training on compter skills and some one-to-one teaching sections. However, result also indicated that challenges of the practices tended to come from three different levels. At the individual level, the informants experienced a lack of training and support on orientation and mobility. At the teachers level, there was a lack of teacher training and the teachers had little kwonledge and skills to support blind students in schools. At the decison-making level, the informants experienced some mismatches between what they actual needed and the provision and support that being provided. In the end, the informants suggested that blind students should be invited to participate in desicion-making events, their voice should be heard and they wanted to be decision-makers for their education. Potential implications of this study are that: First, for researchers, educators, and parents to learn what kind of difficulties blind students experience in study. So they will understand when they should provide help and support to a blind student. Second, this study shows some good practices of supporting blind students. These practices can be piloted and expended so that more blind students can be supported to tackle the difficulties they have in study. Third, this study presents a model of how to involve blind people into an educational research. The last, the findings from this study might influence policymakers when they decide provision, support and education for blind students in futhure.
Wed, 01 Jan 2014 00:00:00 GMThttp://hdl.handle.net/10852/426502014-01-01T00:00:00ZTeachers' Assessment Strategies for Children with Disabilities: A Constructivist Study in Regular Primary Schools in Negros Oriental, Philippineshttp://hdl.handle.net/10852/42646
Teachers' Assessment Strategies for Children with Disabilities: A Constructivist Study in Regular Primary Schools in Negros Oriental, Philippines
Villamero, Rolando Jr. Camingawan
This current qualitative study aimed at exploring how the three regular primary school teachers in Negros Oriental, Philippines assess children with disabilities in the regular classrooms. Specifically, it examined the different assessment strategies and how teachers employed them to respond to the needs of children with disabilities. The mentioned aims were asserted to be addressed by utilizing a constructivist methodology, which allowed this qualitative study to understand the experiences of the teachers being studied, and it assumed that the meaning of experiences was constructed by the teachers themselves. These experiences were explored by utilizing two constructivist tools, namely, semi-structured interviews and direct classroom observations. This study revealed critical findings in relation to teachers assessment for children with disabilities, according to the teacher-participants themselves. First, the assessment strategies that teachers employed are based on the diagnostic, formative, and summative purposes of assessment. Under these three purposes, teachers specifically employ assessment strategies such as tests, observations, portfolios, and groupings. This finding indicates that in assessing children with disabilities, teachers should employ a variety of assessment strategies. Second, in delivering the mentioned assessment strategies to children with disabilities, the teachers modify the content and delivery based on the needs of the children. The content modification considers the use of the child s native language, and the length and level of difficulty of the assessment. On the other hand, proximity, peer support, use of technology, and time element are the foci of delivery modification. The second finding of the study suggests that in delivering the assessment strategies, there is a variety of means to consider and employ which are responsive to the needs of children with disabilities.
Wed, 01 Jan 2014 00:00:00 GMThttp://hdl.handle.net/10852/426462014-01-01T00:00:00ZInclusion of Chinese Children in Norwegian Kindergartens - A study of Chinese parents opinions on their children s inclusion in Norwegian kindergartenshttp://hdl.handle.net/10852/39013
Inclusion of Chinese Children in Norwegian Kindergartens - A study of Chinese parents opinions on their children s inclusion in Norwegian kindergartens
Chen, Juan
Tue, 01 Jan 2013 00:00:00 GMThttp://hdl.handle.net/10852/390132013-01-01T00:00:00ZTeaching Learners with Reading and Writing Problems in the Classroom : An Interview Study with teachers in Norwegian schoolshttp://hdl.handle.net/10852/35406
Teaching Learners with Reading and Writing Problems in the Classroom : An Interview Study with teachers in Norwegian schools
Ogano, Josephine Atieno
The purpose of the study was to investigate the methods used to teach learners with reading and writing problem in an ordinary classroom. The main question of the study was: How are pupils with reading and writing problem taught in an ordinary classroom? From the main research problem were a number of sub questions, for example: how do teachers meet the needs of pupils with reading and writing problem? What kind of support do teachers give pupils with reading and writing problem in order to improve their academic achievements?
A qualitative approach was used to study how these learners are taught in an ordinary classroom. Semi-structured interview guide was used to get answers to the research questions. Two experienced teachers who have taught learners with reading and writing problems in ordinary classes were interviewed. The teachers had no training in special needs education. The findings showed that they used different methods such as Multi- sensory approach which utilizes all senses to relay information to assist these learners. The teachers in this particular school seem to have taken keen interest in the well-being of the learners the taught. They also engaged the learners in social activities irrespective of their disabilities. It was also found that there is partial inclusion as most of the learners with reading and writing difficulties are usually withdrawn out of the classroom to be given individualized attention. This indicates that learners with special educational needs do not fully benefit in inclusive classrooms.
It seems clear from the study that the efficiency of the management in the school is crucial for the whole school administration. In a learning institution, everyone has various roles and responsibilities and the head-teacher should ensure that a well-structured collaborative work is carried out by all staff for mutual benefits. So, all learners regardless of their differences should be able to access the opportunities. The role of the school thus is to value and treat its learners equally and to offer quality education to succeed. The educators should therefore see how best learners with reading and writing problems can benefit in an inclusive class without being separated from their peers.
Sun, 01 Jan 2012 00:00:00 GMThttp://hdl.handle.net/10852/354062012-01-01T00:00:00ZSibling Relationships in Families with a Child with Special Needs. A case study of a Norwegian family with a child with Down syndrome and her three siblings.http://hdl.handle.net/10852/38502
Sibling Relationships in Families with a Child with Special Needs. A case study of a Norwegian family with a child with Down syndrome and her three siblings.
Martirosyan, Avgustina
This study aims at exploring sibling relationships in a family which has a child with special needs. Since most previous research studies undertaken on sibling relationships were based either on parental or professionals opinions and perspectives, the sibling relationships were presented primarily from the point of view of outsiders and did not take into consideration the siblings own voice. This study aims at investigating sibling relationships from both insiders (i.e. the child with special needs and the siblings) and outsiders (i.e. the parents) perspectives, hopefully giving a fuller understanding of the various aspects such relationships entail. A multi-methodological research approach was used in this single embedded case study of a family with an 11 year old girl with Down syndrome and her 10, 7 and 5 year old siblings. Both systemic and psychodynamic theories were used in analyzing the research data. A Kinetic Family Drawing projective method was conducted with the child with Down syndrome and her three siblings and in-depth phenomenological interviews were held with the mother and the father of the family. In addition, participant observations in the family s house gave a unique opportunity to capture the siblings and parent-child interactions in an environment which is natural both for the children and for the parents. All methods of research investigation indicated the presence of warm and supportive relationships between the child with Down syndrome and her siblings. The children s kinetic family drawings illustrated that the siblings perceived their sister with Down syndrome to be an active, happy and equal sibling. The data from the father s and mother s interview was consistent with, and supported the findings of K-F-D. The parents described having caring and close relationships between their children who were both with and without special needs. Although the positive findings were dominant in this case study, several challenges became evident. These were mainly related to the social exclusion of the child with Down syndrome by her peers and challenges in balancing parental attention when the child with Down syndrome needed extensive care because of health problems. The parents had, however, developed strategies for solving these difficulties (such as organizing frequent play dates in their own house) that can be relevant for many families with a child with special needs as well. As such this research investigation can contribute to both the understanding of and parental management of sibling relationships where one child has special needs.
Tue, 01 Jan 2013 00:00:00 GMThttp://hdl.handle.net/10852/385022013-01-01T00:00:00ZLeadership for Inclusion School leadership that motivates teachers to build inclusive classrooms.http://hdl.handle.net/10852/38501
Leadership for Inclusion School leadership that motivates teachers to build inclusive classrooms.
Qeleni, Merelesita Tiadama
The promotion of inclusive education and demand by governments for schools to become a School for All will demand school leadership that will help classroom teachers build inclusive classrooms. Using qualitative interviews, the study investigated how three Norwegian inclusive school leaders motivated their teachers to build inclusive classrooms. The research found that the extent to which school leaders perceived the importance of inclusive education through the promotion of teachers learning and the provision of a flexible curriculum; and encouraged inclusive schooling through appropriate leadership; influenced the promotion of competency building strategies such as school based collaboration, in-service training and mentorship.
Tue, 01 Jan 2013 00:00:00 GMThttp://hdl.handle.net/10852/385012013-01-01T00:00:00ZNorwegian and Mexican National Curricula seen in the light of Indigenous Educationhttp://hdl.handle.net/10852/38499
Norwegian and Mexican National Curricula seen in the light of Indigenous Education
Orozco, Claudia Lucia Aguilar
Tue, 01 Jan 2013 00:00:00 GMThttp://hdl.handle.net/10852/384992013-01-01T00:00:00ZTeachers' Understanding of Inclusive Education in One Elementary School in Oslohttp://hdl.handle.net/10852/34732
Teachers' Understanding of Inclusive Education in One Elementary School in Oslo
Yeibyo, Tewelde Tesfay
The main objective of this study was exploring teachers’ understanding of the notion of inclusive education. The study was conducted in one elementary school (grade level 1-7) of Oslo City. The emphasis was mainly on teachers because teachers’ role in the implementation of a curriculum or certain policy is very visible. It was believed that the success or failure of any policy or curriculum chiefly lies on the shoulder of the teachers. Hence, their understanding or lack of understanding was supposed to have a great bearing.
With the purpose of offering a rich depiction of a single setting with limited informants, qualitative approach as a research paradigm and case study as specific method were found fit to the research goal. At the start, it was planned to select informants based on purposeful maximal variation strategy, but due to an unprecedented factors in the process, the selection strategy was changed to opportunistic type. Accordingly, three consecutive interviews were handled on the 9th, 23rd, and 31st of October, 2012. Qualitative interview with a semi structured form was used as a main instrument of data collection.
The finding showed that informants have an optimistic understanding about inclusive education. However, their optimism seems to be shadowed with the practical and technical challenges. Too much content accompanied by limited time for coverage and the question of money have been among the foremost reasons forwarded. Also, some of the informants still believe that both special and regular schools are needed.
As an implication, the attempt to clarify the intricate concept of understanding through varied indicators in this case study is hoped to inspire others to investigate the issue of inclusive education in a wider scope by including other more stake holders.
Key words: inclusion, inclusive education, understanding
Tue, 01 Jan 2013 00:00:00 GMThttp://hdl.handle.net/10852/347322013-01-01T00:00:00ZHow classroom assessments promote equity and students' learning : Interview study of teachers' assessment practices in Norwegian schoolshttp://hdl.handle.net/10852/35407
How classroom assessments promote equity and students' learning : Interview study of teachers' assessment practices in Norwegian schools
Atim, Hellen
Abstract
The process of assessment helps a teacher to collect, synthesize, and interpret information in order to make informed decisions and it is related to everything that takes place in the classroom. All types of assessments that take place in the classroom are premised on the notion that if a teacher understands how students are learning, he/she will be able to teach them effectively. This implies that the teacher has to know the diverse needs in the classroom in order to be able to help each student learn. In light of this, the teacher should employ assessment strategies that will take into consideration each individual and give them the opportunity to learn in a way that is appropriate to his/her learning style.
The current study explored classroom assessment practices that promote equity and student learning. Qualitative interview method was used with three (3) primary school teachers in Norway. Detailed descriptions and analysis of the teachers’ variety of classroom assessment methods, use of assessment information, and the provision of diversity in classroom assessment were considered.
Findings in this study revealed that teachers use different assessment methods such as; observation, dialogue with students, providing feedback to students, use of weekly tests in the form of homework as well as tests that are done once a year, teamwork, listening to other students’ complaints, and talking to parents. To cater for diversity in the classroom, teachers use different strategies whereby they engage some students to write short or lengthy responses, use computer to do the tasks, or take the task home so that they can have enough time to practice. With others, the teacher reads the questions and the student gives a response orally, and sometimes they are grouped according to their abilities and given appropriate tasks. The study also found out that the assessment information is useful in helping a teacher to find better methods of teaching which results in improving instruction. Consequently, students get motivated to learn as a result of being given tasks that they are able to do; and it enhances communication with parents.
Tue, 01 Jan 2013 00:00:00 GMThttp://hdl.handle.net/10852/354072013-01-01T00:00:00ZMulticultural Education: Learners with Diverse Linguistic and Cultural Background : A Case Study of one Primary School in Norwayhttp://hdl.handle.net/10852/35405
Multicultural Education: Learners with Diverse Linguistic and Cultural Background : A Case Study of one Primary School in Norway
Tosic, Milan
Abstract
This study aims to investigate how a primary school in Norway addresses learners with diverse linguistic and cultural background, in this study referred as culturally and linguistically diverse learners (CLD learners). The study is founded on the premises of multicultural education (MCE) which is considered essential to address the education of CLD learners. Therefore, the scope of the study is based on a five- category theoretical framework comprising: understanding the concept of multicultural education (MCE), cultural/linguistic incorporation, community participation, pedagogy and assessment.
The study uses qualitative approach followed by a single case study design, in-depth interviews as data collection tools, purposeful sampling and qualitative data analyses. The qualitative research enabled selecting a primary school that would be information- rich enough to address the research questions. One primary school in Norway with a large number of CLD learners, bilingual and minority language practices and bilingual teachers employed was purposefully chosen to elicit four staff members as interview participants- the principal deputy, two teachers and councelor.
The school experienced certain changes in their organisation and practice in the last couple of years, which had an impact on data analysis in this study. A certain decrease in bilingual practices, mother tongue teaching, and teacher collaboration occured and participants have opposing viewpoints in relation to theses changes. The main findings show that participants have a different perception of multicultural education; most of the participants were in favor of bilingual teaching and stronger forms of collaboration showing example of benefits of bilingual education; CLD learners experience the underdevelopment of both mother languages and Norwegian; the school shows high appreciation of minority cultures; bilingual teachers are great resources for the school; parental involvement is considered highly beneficial; the classroom pedagogy meets different learning styles but presents a barrier to learners with special educational needs; school’s assessment covers many aspects by using diverse means of obtaining information.
Overall, the school practices various aspects of multicultural education and in that way meets the needs of CLD learners.
Sun, 01 Jan 2012 00:00:00 GMThttp://hdl.handle.net/10852/354052012-01-01T00:00:00Z